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Volume 1, Issue 1
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Abstract

Abstract

This paper proposes an integrated and novel policy learning model highlighting the research-policy nexus in education. It focuses on policy learning processes in relation to the role of research in complex governance systems both within nations and in their interaction with cross-national processes. It highlights the OECD governance model and the EU’s Open Method of Coordination as key examples of cross-national policy learning processes, contrasted with the World Bank’s emphasis on power dynamics at the local and global levels. These cases frame a critical exploration of policy learning, borrowing, and lending, and emphasise stakeholder interactions and dynamics. The diversity of policy-relevant research and associated processes is also explored. Key distinctions-research policy versus research policy, problem-solving versus critical approaches, and bottom-up versus top-down research, and how their impact on policy outcomes are noted. PISA – the OECD’s Programme for International Student Assessment – the world’s largest educational research project – illustrates some of these dynamics and offers opportunities as well as challenges to bridging local and global perspectives in education governance.

© Richard Desjardins, Subeen Jang & Julia Walder
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2025-12-01
2026-04-04
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Policy learning processes, interactions and dynamics in education: An integrated model of the dialectics of the local and the global
EJEP 1, 1 (2025); https://doi.org/10.5117/EJEP2025.1.003.DESJ
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Keyword(s): complex governance; cross-national education policy; OECD governance; PISA; policy borrowing and lending; Policy learning; policy mobility; policy research; policy transfer; researchpolicy relationship; stakeholder governance
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